<![CDATA[This study was designed to examine the relationship between self-regulated learning and students’ mathematical problem-solving ability among grade VII students at SMP Negeri 9 Surakarta in the 2025/2026 academic year. A quantitative approach with a correlational design was employed. The participants consisted of 89 students selected using cluster random sampling. Data were collected using a mathematical problem-solving test and a self-regulated learning questionnaire. The data were analyzed using descriptive statistics, including mean, median, mode, and standard deviation, followed by assumption testing through normality and linearity tests. Hypothesis testing was conducted using simple correlation and simple linear regression analysis. The analysis satisfied the required assumptions and revealed a positive relationship between self-regulated learning and mathematical problem-solving ability. The results of the simple linear regression analysis indicated that self-regulated learning contributed significantly to students’ problem-solving ability, with a significance value of 0.031 and a regression coefficient of 0.408. These findings indicate that students with stronger self-regulated learning skills tend to demonstrate higher effectiveness in solving mathematical problems. The contribution of this study lies in its specific focus on algebraic problem-solving, an area that has received limited empirical attention in relation to self-regulated learning at the junior high school level.]]>
Copyrights © 2025
